Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations. Questions have come up about the impact of such schools at large scale: Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children's experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda. The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a big gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education.

Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations, questions have come up about the impact of such schools at large scale: "Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children s experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda.
The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a substantial gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education. "

In May 1968, Gilles Deleuze was an established philosopher teaching at the innovative Vincennes University, just outside of Paris. F?lix Guattari was a political militant and the director of an unusual psychiatric clinic at La Borde. Their meeting was quite unlikely, yet the two were introduced in an arranged encounter of epic consequence. From that moment on, Deleuze and Guattari engaged in a surprising, productive partnership, collaborating on several groundbreaking works, including "Anti-Oedipus," "What Is Philosophy?" and "A Thousand Plateaus."

Fran?ois Dosse, a prominent French intellectual known for his work on the Annales School, structuralism, and biographies of the pivotal intellectuals Paul Ricoeur, Pierre Chaunu, and Michel de Certeau, examines the prolific if improbable relationship between two men of distinct and differing sensibilities. Drawing on unpublished archives and hundreds of personal interviews, Dosse elucidates a collaboration that lasted more than two decades, underscoring the role that family and history--particularly the turbulent time of May 1968--play in their monumental work. He also takes the measure of Deleuze and Guattari's posthumous fortunes and the impact of their thought on intellectual, academic, and professional circles.

Adaptation was central to Andre Bazin's lifelong query: What is cinema? Placing films alongside literature allowed him to identify the aesthetic and sociological distinctiveness of each medium. More importantly, it helped him wage his campaign for a modern conception of cinema, one that owed a great deal to developments in the novel. The critical genius of one of the greatest film and cultural critics of the twentieth century is on full display in this collection, in which readers are introduced to Bazin's foundational concepts of the relationship between film and literary adaptation. Expertly curated and with an introduction by celebrated film scholar Dudley Andrew, the book begins with a selection of essays that show Bazin's film theory in action, followed by reviews of films adapted from renowned novels of the day (Conrad, Hemingway, Steinbeck, Colette, Sagan, Duras, and others) as well as classic novels of the nineteenth century (Bronte, Melville, Tolstoy, Balzac, Hugo, Zola, Stendhal, and more). As a bonus, two hundred and fifty years of French fiction are put into play as Bazin assesses adaptation after adaptation to determine what is at stake for culture, for literature, and especially for cinema. This volume will be an indispensable resource for anyone interested in literary adaptation, authorship, classical film theory, French film history, and Andre Bazin's criticism.